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新人教版必修3 Unit 5 The value of money-- Reading and Thinking說課稿
Now, please allow me to share my instructional design. So I will explain my lesson from the five aspects.
【教學理念】 So first, I will share the theories that my lesson is based upon. Reading is a process of constructing a dynamic interaction among readers existing knowledge and information suggested by the text. This reading teaching is based on Bloom's Cognitive Process Dimension, from the basic level of remembering words and expressions, to comprehending, to analyzing and then have a stirred output that means creating something that you have learned,so from to know to learning to do, to learning to be.And the activities designed are also combined with the task of developing students' core competences, which include the language ability, culture awareness of, thinking quality and learning capacity. These are to be achieved through the integration of the six elements which are text, theme, language skill, language, culture knowledge, and learning strategies.
【教學材料分析】 This teaching material is from PEP English， module three, Unit five, The Value of Money. And as Francis Bacon has put it, money is a good servant, but a bad master. So this unit is aimed at shaping students' attitude towards money, how to view money reasonably towards reading and thinking ,using language part and workbook.So this learning material is actually from the old version of PEP English, but there are several adjustments made. So in the new version of PEP English, the six elements of a play are emphasized in this textbook. So that's why I link this text with six elements and I also analyze the functions of the six elements. So the story start with a narration part about the debate, which is about whether a man could survive a month. So by asking them the two attitudes of Roderick and Oliver, they are led to think about what does that mean. If there's a bet, there would mean the opposite opinions towards each other. And with the bet, we develop the story. And according to the structure of who and what, this structure would go through the whole interpretation process with invitation ,question and a letter (this keyword), the student would have basic knowledge about the plot. And also after that, they will think about purpose behind that.
【學情分析】 So the targeted students are senior one student who have already accumulated a certain amount of English language. They are able to cooperate with their good members and they are able to read independently and they have already mastered multiple range strategies.
【學習目標】 And by the end of the class, they should learn the six basic elements of scripts and improve their cognition of the genre of literature. And also they should be able to outline the main plot and learn the approach to interpreting narrative text through the structure of who and what. And also they should conclude the character and analyze the function of the six elements. For the last objective, I want them to pay more attention to the core competence. By the end of the class, they should be able to explore the writing purpose by predicting the forward plot combined with a social background.
【學習活動】
So there are six activities designed correspondent to the objective set at the very beginning. So these activities are aimed at activating students prior knowledge to interact with the text, with the writer, with a compiler of the text and develop their text analyzing ability to interpret what is conveyed, how it is conveyed and why it is conveyed.
[活動1]
So the first activity is to activate their prior knowledge by asking them what they would do with a million pound bank note.So the students are led to have more interest in keeping reading . And through this process. the teacher can lead in the key words and also activate their Schema.
[活動2] In the second activity, they are asked to identify the six elements. So through this process, they are led to feel the text genre and focus on the basic elements of a play and thus constructing a mind map of how to interpret this text.
[活動3] And in the third part, they're asked to outline the main plot by summarizing , by reading the narration part. So based on the keywords-- made a bet--they are like to summarize the main idea and the purpose of the narration. So through this process, I led in the structure "who and what". Based on their knowledge of a narration part, they will conclude the narration part with this structure, and this will keep going in the whole text. The purpose of this activity is to construct this process, how to interpret and also to sort out the thread of the plot. That's why I draw this structure of plot on the blackboard.
[活動4] (1) Through reading for detailed information. So I asked the student to find the expressions. So this is actually a combination of language teaching, and text interpretation. This is a process to help learn the pragmatic function of modal verbs. (2) And by looking for the questions and the purpose behind the questions, it is to students' language text analyzing ability. So from the basic question, the easiest one to a more difficult one, the students are led to pay more attention to how to organize the language from reading the line to reading between the lines to reading behind the lines. And by analyzing whether Hanry was the right person for this bet, the student will cultivate their critical thinking and develop their text summarizing ability. And through the process of reading for the function of stage directions and the functions of lines. This is the activity aimed at focusing on the function of elements. And by pay attention to the repeated words, the student are led to recall their memory of the function of repetition, to feel the features of repetition.
[活動5] And in the predicting parts, the students are asked to predict what the story will happen later,so how will the climax like So this is an activity to enhance their predicting ability and also develop their critical thinking ability.
[作業部分] For the assignments, they are asked to put what they have predicted into what. This is an activity to consolidate what they have learned and to apply what they have learned into writing and to innovate, to create.
【教學反思】 This would be my reflection upon this lesson. The structure，the supporting of the design of my reading class. It goes like this: from scheme activation to identifying, to analyzing, to having a steered output. Throughout the class, I have encouraged student to read independently without interruption. And they also need to think from different perspectives, from the writer's perspective, from the Henry's perspective and from the two brothers' perspective. This is also a class to extend their thinking. Of course there would be some problems in my teaching. This was designed 1 year ago. There are some innovations in my teaching idea as well. So if I could redesign it, I would have improved much more. That's all for my instructional design. Thank you for listening.

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